Infographic – University of Toronto Research and Innovation Ecosystem

An infographic about the University of Toronto’s Research and Innovation Ecosystem has been published by the Office of the Vice-President, Research and Innovation.

The infographic illustrates the relationships between funding support, research, innovation, teaching, and community engagement at U of T. It includes lots of great statistics about the university!

Thank you to Klara Maidenberg for sharing this.

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SPARC-CARL Webinar on Supports for Tri-Agency Policy

Now Online: SPARC-CARL Webinar on Supports for Tri-Agency Policy

The recording and slides of the SPARC-CARL Webinar, “Library and Research Services Supports for the Tri-Agency Open Access Policy on Publications,” are now available on the CARL website. / / L’enregistrement et les diapositives du webinaire de SPARC et de l’ABRC, « Politique des trois organismes sur le libre accès aux publications : Soutien offert aux chercheurs par les bibliothèques académiques et les services de recherche universitaire » sont maintenant disponibles sur le site web de l’ABRC. Session en français  English-language session

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How to seek out, apply for, and manage a research grant – Joanna King

On May 22, 2015, Joanna King, currently a grants officer in the iSchool,  discussed the process of seeking appropriate grants to apply to, how to go about applying and then how to manage the funds upon receipt of a successful grant application.  She has generously provided her slides.  Thanks to the Research Interest Group for planning this informative session!

Research at the university of Toronto (slide deck, PDF)

 

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ORCID: What It Is and What It Can Do

On December 1 2014, Dylanne Dearborn and Stephanie Orfano presented an open session for liaison librarians on ORCID, a persistent digital identifier that disambiguates researchers names. As an identification system, ORCID enables all aspects of a  researcher’s work to be identified, while also allowing for linkage in the scholarly communications workflow.
The presentation introduced ORCID and detailed the potential benefits and uses for different stakeholder groups including researchers, university administrators, funding bodies, publishers, and the library. Examples of ORCID integration were introduced and the prospective role of ORCID in the scholarly communication process was discussed.

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Big Data in Biomedicine

Euan Ashley on Bigger Data from Genetics and Genomics

“…At the Big Data in Biomedicine conference held [at Stanford University] in May, leading figures from academia, industry, government and philanthropic foundations gathered to explore the vast opportunities for mining the growing volume of public health data and developing new ways to prevent, diagnose and treat disease. Several of the talks from the event are now available on the conference website.

In the above video, Stanford cardiologist Euan Ashley, MD, discusses the difficulty inherent in ultra-detailed personalized health analyses and how to parse out the complexity of biological networks. Ashley says, “One of the themes of this conference, and one of the themes of big data, is that although we need to think and try to understand biology at a global level, if we want to translate things to patient care, we have to act locally.”

Even without a background in science, it’s easy to understand Euan’s examples of surprising and valuable ways that big data advances scientific research.

(thanks Jeff Heeney for the link)

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No Simple Solution for Improving Students’ Research and Critical Evaluation Skills

HEQCO | No Simple Solution for Improving Students’ Research and Critical Evaluation Skills

From the summary:

The ability to locate, evaluate and accurately utilize complex information, often referred to as information literacy, is a critical skill for success in school, work and life. A new study by the Higher Education Quality Council of Ontario (HEQCO) recommends colleges and universities implement institutional information literacy strategies to help students develop these skills. While the study examined several different models for teaching information literacy, on their own none proved significantly advantageous, and the authors suggest multiple approaches may be required.

Project Description
The study examined more than 500 students at Georgian College in the diploma, applied degree, collaborative degree and university undergraduate programs. Using four online surveys over the course of two years, students were asked about their perceptions and attitudes towards information literacy as well as tested for their research and critical analysis skills. The project examined four different models for teaching core skills, including providing specific information literacy courses, embedding information literacy into existing curriculum, online tutorials and non-mandatory tutorials. In addition, faculty were surveyed twice on their perceptions of student information literacy and its importance.

Findings
The study calls for institutions to adopt information literacy strategies that focus on teaching styles, delivery models, human resource requirements, outcome measurements and defining the benefits to student, institution and employer. Many faculty suggested more time be allotted to skill development as well as additional resources including online tutorials.
As may be expected, students’ comfort, accuracy and ability to utilize information literacy skills increased over their two years of study. While the overall results showed no single method of delivery to be particularly advantageous, the students who had information literacy training embedded in their course curriculum did show significantly higher ability to accurately cite source material.
Students have become increasingly reliant on web-based tools to collect information, with nearly 97% saying they use online sources to find current information. As the use of online research increases, most faculty members said students express confusion over copyright, intellectual property and plagiarism.
Plagiarism, often unintentional, was a repeated concern with several surveyed faculty expressing apprehension over students’ inability to differentiate between it and appropriate behaviour such as paraphrasing. While the vast majority of surveyed students were able to identify examples of plagiarism, there appeared to be confusion on certain “grey areas.” For example, between 40 and 50% misidentified as plagiarism the acceptable practice of placing appropriately credited text in quotation marks. The survey results also revealed citation identification, research process and copyright as areas in need of improvement.

Information Literacy Competency Standards for Students: A Measure of the Effectiveness of Information Literacy Initiatives in Higher Education was prepared by Amanda Duncan and Jennifer Varcoe from Georgian College.

 

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New Project Information Literacy Report: How College Graduates Solve Information Problems Once They Join the Workplace

“Learning Curve: How College Graduates Solve Information Problems Once They Join the Workplace,” Alison J. Head, Project Information Literacy Research Report, October 15, 2012. (Two different versions available: Text with appendix, 38 pages, 5.8 MB or text without the appendix, 29 pages, 5.7 MB.)

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